By Robert Jordan
Schools Facing a New Reality Around Immigration-Enforcement Feelings
In recent months, many schools across the United States have found themselves navigating a shifting landscape around immigration enforcement. While there are few confirmed cases of full-scale enforcement actions inside school buildings, the fear and anxiety felt by students, families, and educators is very real — and it is affecting school communities, attendance, and the sense of safety within our classrooms.
Below is a breakdown of what is happening, how people are feeling, and what school administrators are doing — along with some practical considerations for our own school community.
What is happening
- Historically, federal guidance treated schools, hospitals and places of worship as “sensitive locations” where U.S. Immigration and Customs Enforcement (ICE) would generally avoid enforcement actions in order to protect access to essential services and education. Fugees Family+3CLASP+3everychildnc.org+3
- In early 2025, the federal government changed that policy: schools are no longer automatically protected from immigration-enforcement operations simply by being a school. VisaVerge+2National Association of Social Workers+2
- Importantly, while the legal framework has changed, the agency indicates that actual enforcement actions within schools remain rare and must follow strict procedures. For example, according to the U.S. Department of Homeland Security (DHS), “ICE does not conduct raids at schools” and any action on a campus must be exceptional and supervised. VisaVerge+2WUSF+2
- At the same time, school districts in several states are reporting tangible impacts:
- Some districts are issuing new guidance and protocols for staff, families and students about possible immigration-enforcement visits. schoolnewsnetwork.org+2Fugees Family+2
- Some schools report increased absences or families choosing to stay home when fear is elevated. For example, one report found a 22 % spike in daily absences in certain districts after the policy shift. VisaVerge+1
- Another factor to note: Even if enforcement does not happen inside a school building, the presence of agents at bus stops, drop-off areas, or nearby public spaces has raised concerns for families and made many feel less safe. Education Justice Alliance+1
How people are feeling
- Students and families: In communities with large immigrant-populations, students and their families are reporting fear and uncertainty. Some children ask, “Will someone take my parent?” or “Is it safe for me to go to school or pick up my sibling?” A teacher quoted in one article said:
“I can only think of when the ICE agents will come to school for my daughter.” 9th Street Journal
- Educators and staff: Teachers and school staff are increasingly aware of the effect this fear is having on students’ ability to learn, on school climate, and on trust. Some staff note that the stress-level in the community is “palpable.” Spectrum Local News+1
- Attendance and engagement impacts: While data are still emerging, disruptions are being reported: increased absenteeism, hesitancy to participate in school events, and a general reduction in the sense of school as a safe, welcoming environment.
- Community atmosphere: The change in policy, whether or not it leads to enforcement in every school, has shifted the conversation and widened the circle of concern. In short: the possibility of enforcement is having effects even in places where no enforcement has occurred.
What school administrators are doing
- Protocols and training: Many school districts are developing formal protocols for how to respond if ICE or another federal enforcement agent appears at a campus. These include checking warrants, involving legal counsel, notifying families, and protecting student records. schoolnewsnetwork.org+2National Association of Social Workers+2
- Communication with families: Schools are increasingly proactively communicating with parents and guardians — explaining students’ rights, clarifying what the school will and will not do, and reassuring families of the school’s commitment to safety and inclusion.
- Privacy protections: Schools are reminding staff of protections such as the Family Educational Rights and Privacy Act (FERPA) which limits when and how student records may be shared. National Association of Social Workers+1
- Reaffirming school as safe space: Many districts are reiterating that school grounds should be a place of learning, not enforcement — designing policies to reduce fear and maintain educational continuity. everychildnc.org+1
What this means for our school, parents, students and staff
As a school community, we have an opportunity — and a responsibility — to respond thoughtfully. Some key considerations:
- Reassurance: It is important to reassure students and families that they are welcome, valued and safe in our school. The presence of fear or uncertainty can undermine their ability to learn, engage, and feel a sense of belonging.
- Clear communication: We should communicate clearly about the policies we have in place. For example: what happens if an enforcement agent requests access? Who will respond? How will families be notified? What we won’t do (for example, turning over student records without legal justification) should be made transparent.
- Training and preparedness: Staff should be familiar with the legal context (warrants vs. administrative requests), know who to contact (legal, district office, superintendent), and understand their role. Students should also know who to talk to if they are worried.
- Focus on attendance and inclusion: If students or families opt to stay home out of fear, we lose more than instructional time — we risk widening gaps and harming student well-being. Our efforts must include welcoming practices, support for students who may feel anxiety, and outreach to families who may be disengaging.
- Monitoring neighborhood conditions: Enforcement might not occur inside the school building but could happen in nearby public spaces (bus stops, drop-off zones, parking lots). We should consider how to support students in those spaces — for example, escorting younger students, offering early arrival rooms, or partnering with local community organizations.
- Respecting the facts and acknowledging the feelings: It is entirely valid for families and students to feel anxiety, even if a school has not had direct enforcement activity. We need to strike the balance of acknowledging that fear is real, while also being clear about what the school can and cannot do.
- Maintaining our mission: At the end of the day, our mission is education — supporting every student to learn, grow and succeed. We must make sure that policies or fear of external events do not interfere with the core work of teaching and learning.
In conclusion
While there is no widespread, verified pattern of full-scale enforcement “raids” inside school buildings, the policy environment has undeniably shifted. The impact of that shift — in terms of student and family fear, absenteeism, and disruption to school climate — is concrete. For our school community, the response should not be panic, but preparedness: clear communication, strong protocols, supportive relationships, and a recommitment to making our campus a place where every student feels safe and able to learn.
If you are a parent, student, teacher or staff member and you have questions — whether about our school’s specific protocol or about a concern you or your family are facing — please reach out. Together we can make sure that our school remains a stable, welcoming, and thriving place for all.
Thank you for your attention to this important matter.
— Robert Jordan
ProtectingOurStudents.org